Incorporating a Web-Based Hydraulic Fracturing Module in General Chemistry as a Socio-Scientific Issue That Engages Students
Incorporating a Web-Based Hydraulic Fracturing Module in General Chemistry as a Socio-Scientific Issue That Engages Students
复制标题
将基于网络的水力压裂模块纳入普通化学中，作为吸引学生的社会科学问题
DOI：
10.1021/acs.jchemed.7b00613
复制
发表时间：
2018
影响因子：
3
通讯作者：
I. Eilks
中科院分区：
文献类型：
--
作者：
Christian Zowada;Ozcan Gulacar;I. Eilks
本文介绍了一个案例研究，调查学生的看法，社会科学问题融入普通化学课程在位于西北加州的公立大学。教学干预是基于由软件Prezi构建的数字学习环境，学生用来探索通过水力压裂提取非常规原油和天然气资源的问题。学习环境提供了有关水力压裂化学的信息，并结合其地球科学方面的多视角观点以及与有争议的社会接受相关的潜在风险。结果表明，在其潜在的生态和社会影响的广泛背景下，在普通化学教育中纳入水力压裂的积极看法。结果是平行的德国高中化学教师，使用相同的学习环境和相关的研究结果。
This paper presents a case study that investigated students’ perceptions on the integration of a socio-scientific issue into a general chemistry course at a public university located in northwestern California. The teaching intervention is based on a digital learning environment structured by the software Prezi that students used to explore the issue of extracting unconventional crude oil and natural gas resources through hydraulic fracturing. The learning environment offered information about the chemistry of hydraulic fracturing in combination with a multiperspective view on its geoscience aspects as well as the potential risks associated with a controversial societal reception. The results show a positive perception on the inclusion of hydraulic fracturing in general chemistry education when framed in a broad picture of its potential ecological and societal impacts. The results are parallel to the findings from German high school chemistry teachers that used the same learning environment and a related ...